World's Best Scientists 2026 revealed!

D-Index & Metrics

Social Sciences and Humanities

D-Index
63
Citations
35655
World Ranking
1136
National Ranking
525

Research.com Recognitions

  • 2015 - Fellow of the American Educational Research Association

Overview

Peggy A. Ertmer is affiliated with Purdue University West Lafayette in the United States. Their research intersects several fields including Social Sciences and Psychology, with subfields focusing on Education and Developmental and Educational Psychology.

The scientist has contributed to topics such as Education and Critical Thinking Development, Innovative Teaching and Learning Methods, and Teacher Education and Leadership Studies.

Recent publications include the paper titled "Fostering complex problem solving for diverse learners: engaging an ethos of intentionality toward equitable access", published in 2020 in Educational Technology Research and Development. This paper has been cited 28 times.

  • Krista Glazewski

  • Educational Technology Research and Development

  • Education and Critical Thinking Development
  • Innovative Teaching and Learning Methods
  • Teacher Education and Leadership Studies

  • Social Sciences
  • Psychology

  • Education
  • Developmental and Educational Psychology

Peggy A. Ertmer was recognized as a Fellow of the American Educational Research Association in 2015.

Best Publications

  • Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration?.

    Peggy A. Ertmer

  • Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect

    Peggy A. Ertmer;Anne T. Ottenbreit-Leftwich

  • Addressing First- and Second-Order Barriers to Change: Strategies for Technology Integration

    Peggy A. Ertmer

  • Teacher beliefs and technology integration practices: A critical relationship

    Peggy A. Ertmer;Anne T. Ottenbreit-Leftwich;Olgun Sadik;Emine Sendurur

  • Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective.

    Peggy A. Ertmer;Timothy J. Newby

  • Self-regulation and academic learning: Self-efficacy enhancing interventions.

    Dale H. Schunk;Peggy A. Ertmer

  • The expert learner: Strategic, self-regulated, and reflective

    Peggy A. Ertmer;Timothy J. Newby

  • Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence

    Jo Tondeur;Jo Tondeur;Jo Tondeur;Johan van Braak;Peggy A. Ertmer;Peggy A. Ertmer;Anne Ottenbreit-Leftwich

  • Teacher value beliefs associated with using technology: Addressing professional and student needs

    Anne T. Ottenbreit-Leftwich;Krista D. Glazewski;Timothy J. Newby;Peggy A. Ertmer

  • Examining Teachers’ Beliefs About the Role of Technology in the Elementary Classroom

    Peggy A. Ertmer;Paul Addison;Molly Lane;Eva Ross

  • Increasing Preservice Teachers’ Self-Efficacy Beliefs for Technology Integration

    Ling Wang;Peggy A. Ertmer;Timothy J. Newby

  • Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning

    Peggy A. Ertmer;Anne Ottenbreit-Leftwich

  • Thrust into Technology: How Veteran Teachers Respond.

    Rick Snoeyink;Peggy A. Ertmer

  • Using Peer Feedback to Enhance the Quality of Student Online Postings: An Exploratory Study

    Peggy A. Ertmer;Jennifer C. Richardson;Brian Robert Belland;Denise Camin

  • Jumping the PBL Implementation Hurdle: Supporting the Efforts of K-12 Teachers.

    Peggy A. Ertmer;Krista D. Simons

  • Exemplary Technology-Using Teachers: Perceptions of Factors Influencing Success.

    Peggy A. Ertmer;Anne Ottenbreit-Leftwich;Cindy S. York

  • Self-Regulatory Processes During Computer Skill Acquisition : Goal and Self-Evaluative Influences

    Dale H. Schunk;Peggy A. Ertmer

  • Goldilocks and TPACK: Is the Construct ‘Just Right?’

    Laurie Brantley-Dias;Peggy A. Ertmer

  • Beyond the foundations: The role of vision and belief in teachers’ preparation for integration of technology

    Peter R. Albion;Peggy A. Ertmer

  • Exploring pre-service teachers' beliefs about using Web 2.0 technologies in K-12 classroom

    Ayesha Sadaf;Timothy J. Newby;Peggy A. Ertmer

Frequent Co-Authors

Jo Tondeur
Jo Tondeur Vrije Universiteit Brussel
Dale H. Schunk
Dale H. Schunk University of North Carolina at Greensboro
Johan van Braak
Johan van Braak Ghent University

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